<h1>Create a new question</h1>

<p><b><u>What question formats are better?</u></b></p>

Below are samples <p>the advantages and disadvantages of each format:</p>

<p><b>Multiple Choice</b></p>

<b><ul>Benefits:</b></ul>
<ul>
<ol>- Suitable for evaluating most basic mental operations (as the mere memory). </ol>
<ol>- Also applicable to the evaluation of content they apply higher mental operations (ie, problem-solving tasks). </ol>
<ol>- Optimum for reliability and content validity, and we can ask more in the same unit of time (up to 40 questions in 1 hour). </ol>
<ol>- Objectivity and efficiency correction (Moodle do it automatically). </ol>
<ol>- Possibility of making future tests to specific evaluation goals from sets of questions already implemented or similar structure (item banks). </ol>
</ul>
<b><ul>Disadvantages:</b></ul>
<ul>
<ol>- Although possible, it is difficult to write items designed to evaluate the most complex tasks <a href="help.php?file=quizknowledgerec.html&module=quiz#nivel3"> (level 3, "analysis-use" ) </ a>. </ol>
</ul>

<p><hr><b>Multiple choice with multiple correct answers</b></p>

<b><ul>Benefits:</b></ul>
<ul>
<ol>- Same as for a right choice. </ol>
</ul>
<b><ul>Disadvantages: </b></ul>
<ul>
<ol>- Same as for a right choice, but it is a more difficult and worse format accepted by students. </ol>
</ul>

<hr><p><b>True-False</b></p>

<b><ul>Benefits: </b></ul>
<ul>
<ol>- Questions are easier to write than multiple choice. </ol>
<ol>- Items may be given over to this format in a given period of time multiple-choice items. </ol>
<ol>- Are easy to score. </ol>
</ul>
<b><ul>Disadvantages: </b></ul>
<ul>
<ol>- This format is likely to include information too trivial. </ol>
<ol>- also, to properly resolve such items requires learning not elaborate on the information. It encourages rote learning. </ Ol>
<ol>- It is easy to hit by accident, which requires that the examination include a large number of questions. </ol>
<ol>- When you do not know the answer, there is a greater tendency to respond that the statement is false. </ol>
<ol>- Sometimes, if there is careful drafting, most knowledgeable students are nuances that make them doubt the truth or falsity of the statement. </ol>
<ol>- This format is rigid: the answer is categorically not admit degrees. </ol>
<ol>- are less reliable than multiple-choice items. </ol>
</ul>

<hr><p><b>Matching</b></p>

<b><ul>Benefits:</b></ul>
<ul>
<ol>- Avoid building multiple options for each alternative. </ol>
<ol>- Allows evaluate well associations, definitions, characteristics, examples of concepts or principles. </ol>
</ul>
<b><ul>Disadvantages:</b></ul>
<ul>
<ol>- Limited to evaluate complex mental processes (href="help.php?file=quizknowledgerec.html&module=quiz#nivel3"><a own knowledge of level 3 </ a>). </ol>
</ul>

<hr><p><b>Short answer</b></p>

<b><ul>Benefits:</b></ul>
<ul>
<ol>- This format can be used to assess the most basic cognitive operations. </ol>
<ol>- Corrects objectively in a relatively simple (for example, if you mention the word correct obtain the maximum score, otherwise, do not rate). </ol>
</ul>
<b><ul>Disadvantages:</b></ul>
<ul>
<ol>- With this type of question is more difficult to assess the relevance and application of the knowledge acquired. For example, is not the same order they are mentioned steps of the scientific method (short answer), for example, asked to explain what each step (essay type question). </ Ol>
<ol>- Similar to the essay questions, many of them relating to reliability problems in the correction. </ol>
</ul>

<hr><p><b>Numerical / Calculated</b></p>

<ul>Same as short answer, unless the similarities to the essay questions.</ul>

<hr><p><b>Essay questions</b></p>

<b><ul>Benefits:</b></ul>
<ul>
<ol>- Allows assessing qualitative aspects of learning such as the design, justification and development of a complex task. </ol>
<ol>- Allows assess the achievement of learning objectives at different levels of complexity, ie the inclusion of various cognitive operations. </ol>
</ul>
<b><ul>Disadvantages:</b></ul>
<ul>
<ol>- It has been found that these responses may receive very different scores depending on the evaluator (reliability problem). </ol>
<ol>- tests are very sensitive to the impression that the assessor has assessed the person (halo effect) as a result of the interaction between the two (previous test performance, classroom behavior and beyond, etc.) </ol>
<ol>- The score on a particular question is affected by the impression they have created the answers to the above questions. </ol>
<ol>- Tests that are read at the beginning of the correction usually receive higher grades than read exams at the end. </ol>
<ol>- The correction may be more important to how to present the knowledge to knowledge itself. </ol>
</ul>
